Çocuklarda Öz-düzenleme, Erken Akademik Yeterlik ve Erken Okuryazarlık: Sosyoekonomik Risk Durumuna Göre İnceleme

Fatma Betül Şenol; Figen Turan

doi:10.9779/pauefd.1025776

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Çocuklarda Öz-düzenleme, Erken Akademik Yeterlik ve Erken Okuryazarlık: Sosyoekonomik Risk Durumuna Göre İnceleme

Öz

Okul öncesi dönemdeki çocukların öz-düzenleme becerileri ve akademik yeterlikleri topluma uyum sağlamalarında önemli yere sahiptir. Ancak sosyoekonomik açıdan risk altında olan çocuklar gelişimlerinin desteklenmesinde yeterli kaynaklara sahip olmadıkları için öz-düzenleme, akademik yeterlik ve erken okuryazarlık becerilerinde farklılık olabilmektedir. Bu doğrultuda çalışmada, 60-72 aylık çocukların, sosyoekonomik açıdan risk altında olmalarının öz-düzenleme becerileri, erken akademik yeterlik ve erken okuryazarlık becerileri üzerindeki etkisinin ve bu beceriler arasındaki ilişkinin belirlenmesi amaçlanmıştır. Çalışma grubuna sosyoekonomik açıdan risk altında olan 68 ve olmayan 64 çocuk dahil edilmiştir. Veri toplama aracı olarak Kişisel Bilgi Formu, Okul Öncesi Öz-düzenleme Ölçeği, Akademik Yeterlik Ölçeği ve Erken Okur Yazarlık Testi kullanılmıştır. Verilerin normal dağılım özelliği Kolmogorov Smirnov testi ile değerlendirilmiştir. Verilerin analizinde, MANOVA, tek yönlü varyans analizi, Pearson korelasyon katsayısı ve Basit Doğrusal Regresyon testleri kullanılmıştır. Çalışmanın sonucunda, risk altında olan çocukların olmayanlara göre öz-düzenleme, erken akademik yeterlik ve erken okuryazarlık düzeylerinin istatistiksel olarak anlamlı düzeyde düşük olduğu ve risk altında olan çocukların bu beceriler üzerinde olumsuz etkisi olduğu sonucuna ulaşılmıştır. Ayrıca öz-düzenleme becerileri ile erken akademik yeterlik ve erken okuryazarlık becerileri arasında ilişki olduğu; öz-düzenleme becerilerinin erken akademik yeterlik ve erken okuryazarlık becerilerini yordadığı belirlenmiştir.

Anahtar Kelimeler

erken akademik yeterlik , erken okuryazarlık , okul öncesi , öz düzenleme , sosyo-ekonomik risk

Self-regulation, Early Academic Competence, and Early Literacy in Children: A Study by Socioeconomic Risk Status

Abstract

Families at socioeconomic risk do not have sufficient resources to support their children's development and education. For this reason, it is thought that children who are socioeconomically at-risk differ from those not at risk in terms of self-regulation, academic competence, and early literacy skills. This difference between children emerges in the preschool period. Comparing the self-regulation, academic competence, and early literacy skills of children at socioeconomic risk with those not at risk will enable the development of policies that will prevent children from falling behind. In this direction, the current study was aimed to determine the effect of 60-72 months old children's socioeconomic risk on self-regulation skills, early academic competence and early literacy skills and the relationship between these skills. The study group included 68 children at socioeconomic risk and 64 children who were not. Personal Information Form, Preschool Self-Regulation Assessment, Teacher Rating Scales of Early Academic Competence, and Test of Early Literacy were used as data collection tools. As a result of the study, it was concluded that the self-regulation, early academic competence and early literacy levels of the children at risk were statistically significantly lower than those who were not, and being at risk had a negative effect on these skills. In addition, it was determined thart there is a relationship between self-regulation skills and early academic competence and early literacy skills and self-regulation skills predicted early academic competence and early literacy skills.

Keywords

early academic competence , early literacy , preschool , self-regulation , socioeconomic risk.

Kaynakça

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Ayrıntılar

Birincil Dil

Türkçe

Konular

-

Bölüm

Araştırma Makalesi

Yazarlar

Fatma Betül Şenol ^*
0000-0002-4844-4968
Türkiye

Figen Turan
0000-0002-9785-105X
Türkiye

Yayımlanma Tarihi

1 Ocak 2023

Gönderilme Tarihi

19 Kasım 2021

Kabul Tarihi

29 Mayıs 2022

Yayımlandığı Sayı

Yıl 2023 Sayı: 57

DOI

https://doi.org/10.9779/pauefd.1025776

IZ

https://izlik.org/JA53ZC26MM

APA

Şenol, F. B., & Turan, F. (2023). Çocuklarda Öz-düzenleme, Erken Akademik Yeterlik ve Erken Okuryazarlık: Sosyoekonomik Risk Durumuna Göre İnceleme. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 57, 51-73. https://doi.org/10.9779/pauefd.1025776

Comparative Analysis of Spelling Errors and Handwriting Legibility among Turkish and Syrian Refugee Primary School Students with Writing Difficulties

Turkish Journal of Special Education Research and Practice

https://doi.org/10.37233/trsped.drr.1791447

27767 https://creativecommons.org/licenses/by-nc-nd/4.0/

Çocuklarda Öz-düzenleme, Erken Akademik Yeterlik ve Erken Okuryazarlık: Sosyoekonomik Risk Durumuna Göre İnceleme

Çocuklarda Öz-düzenleme, Erken Akademik Yeterlik ve Erken Okuryazarlık: Sosyoekonomik Risk Durumuna Göre İnceleme

Öz

Anahtar Kelimeler

Self-regulation, Early Academic Competence, and Early Literacy in Children: A Study by Socioeconomic Risk Status

Abstract

Keywords

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster

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Comparative Analysis of Spelling Errors and Handwriting Legibility among Turkish and Syrian Refugee Primary School Students with Writing Difficulties